Launch event Agenda Introducing our specification A level reforms - - PowerPoint PPT Presentation

Launch event

Agenda

• Introducing our specification
• A level reforms and new requirements for MFL
• Our approach
• Overview of new specification content
• New assessment requirements
• Overview of AS assessment of Listening, Reading,

Speaking and Writing

• Break
• Overview of A level assessment of Listening,

Reading, Speaking and Writing

• Co-teachability
• Support and resources

Languages for all

• Content that engages, inspires and motivates

your students

• Manageable content and clear, structured

assessment

• Assessments that enable all students to reach

their potential

• Rich choice of popular and accessible works

covering contemporary and classical titles from a range of directors and authors

• Straightforward and clear mark schemes
• Specification that builds transferable skills for

progression to Language or other degrees

AS and A level reforms

• All new AS and A levels will be assessed at the

same standard as they are currently.

• All new AS and A levels will be fully linear.
• AS levels will be stand-alone qualifications.
• The content of the AS level can be a sub-set of

the A level content to allow co-teachability, but marks achieved in the AS will not count towards the A level.

Timeline

• The last available assessment for the current AS

and A levels will be June 2018

• The reformed AS first assessment is 2018 and A

level is 2019

2016 2017 2018 2019 Current Spec Summer series as normal Summer series as normal Final AS resit and A2 exams New 2016 Spec Specs in centres First teaching (AS level and 2-year A level) First AS examinations and first teaching (1- year A level) First A level exams

Key changes from 2016

• Renewed focus on Culture with a specific

assessment objective (AO4) to assess knowledge and understanding of the TL culture

• Compulsory literature at A level and either a

literary work or film at AS

• Independent research project at A level assessed

through the oral

• Translations at AS and A level
• Prescribed themes:
• Social issues and trends
• Political and/or Intellectual and/or Artistic

culture

Our research

• Research carried out:
• Teachers, Heads of Depts across the

country in face-to-face interviews, phone interviews, and surveys

• Subject advisory group, including

representatives from the teaching community and universities

Teacher research – key findings

• Discrete listening and reading assessments at

A level

• A greater focus on the cultural element of

learning a language

• Reduce the volume of content at AS so more

time can be spent on each topic and teaching the grammar

• Increase the word count for the writing paper
• Mark schemes with exemplification and that

differentiate between abilities

Our approach

• All 4 skills assessed separately at AS and A level.
• Cultural content that engages, inspires and motivates your

students.

• Rich choice of popular and accessible works covering

contemporary and classical titles, linked to the topics and from a diverse range of directors and authors.

• Choice of questions on literature and film in the writing paper.
• Clear mark schemes that ensure differentiation across the ability

ranges.

• A specification that supports progression from GCSE and though

to university.

Our design principles

• Provide choice where possible in the

writing paper

• Ensure contexts within reading and

listening papers are set within the target language country/countries

• Provide scaffolding for essays at AS
• Mark schemes that encourage spontaneity

Our content principles

• A mix of familiar and new themes to support a

wide range of interests

• Themes that relate directly to the culture of the

target language countries

• Year 1 Themes should facilitate progression from

KS4

• Themes that meet requirements of the subject

criteria

Content – Year 1 A level/AS

Social issues and trends Theme 1 - Changes in contemporary Chinese society

• Family

Family structure and the generation gap; family planning and ageing population

• Education and work

School life and student issues; work opportunities; work-life balance Political and/or intellectual and/or artistic culture Theme 2 - Chinese culture

• Traditions

Festivals (Spring Festival, Dragon Boat Festival, Mid-autumn Festival, Qing Ming Festival) and customs

• Cultural activities

Film, television, music and reading (in relation to Chinese culture)

Content – Year 2 (A level only)

Social issues and trends Theme 3 - Evolving Chinese society

• Communications and technology

Internet and social media

• Economy and environment

Economic developments; environmental protection Political and/or intellectual and/or artistic culture Theme 4 - The impact of reform and opening up in 1978 on China

• Reform

Rich-poor gap; super-cities; urban migration

• China-United Kingdom relations

Trade; cultural exchanges; educational exchanges

Discussion

Talk with the person next to you about the themes:

• Which do you feel confident teaching?
• Which do your learners enjoy?
• Which are you concerned about?

Literary works and films selection criteria

• Selection of works featuring both classical

and contemporary titles

• Variety of literary styles, including novels

and short stories

• Works that could be co-taught
• Works that link with the themes
• Works which have some existing teaching

and learning support

Assessment Objectives

Weighting

AO1 Understand and respond:

• in speech to spoken language including face-to-face interaction;
• in writing to spoken language drawn from a variety of sources.

20% AO2 Understand and respond:

• in speech to written language drawn from a variety of sources;
• in writing to written language drawn from a variety of sources.

30% AO3 Manipulate the language accurately, in spoken and written forms, using a range of lexis and structure. 30% AO4 AS: Show knowledge and understanding of, and respond critically to, different aspects of the culture and society of countries/communities where the language is spoken. A level: Show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of countries/communities where the language is spoken. 20%

Teacher and internal research findings on assessment

• Mark schemes to be precise and clear for

learners, teachers and examiners

• Tasks that encourage spontaneity and

grammatical understanding

• Ensure comparability across languages
• Word counts in the writing papers should

be recommended only

Overview of new specification – AS

Assessment Objectives AO1 % AO2 % AO3 % AO4 % Total for all Assessment Objectives Paper 1: Listening, reading and translation into English 15 25 40% Paper 2: Written response to works and translation 20 10 30% Paper 3: Speaking 5 5 10 10 30% Total for AS 20 30 30 20 100%

AS Paper 1 Listening, reading and translation into English - DfE Criteria

• Understand the main points, gist and detail from

spoken and written material

• Infer meaning from complex spoken and written

material, including factual and abstract content

• Assimilate and use information from spoken and

written sources, including material from online media

• Summarise information from spoken and written

sources, reporting key points and subject matter in speech and writing

• Read and respond to a variety of texts including some

extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary

AS Paper 1 – Listening, reading and translation into English

Section Assessment 1 hour 45 minutes

Section A: Listening (24 marks)

• Three questions made up of multiple-choice and
• pen-response questions, including questions testing

summary skills.

• All questions, with the exception of Q3(b), are set in

Chinese and must be answered in Chinese.

• Q3(b) is set in English and must be answered in

English. Section B: Reading (28 marks)

• Four questions comprising both multiple-choice and
• pen-response questions on texts provided.
• All questions are set in Chinese and must be answered

in Chinese. Section C: Translation into English (12 marks)

• Students must translate one unseen text from Chinese

into English.

AS Paper 2 Written response to works and translation - DfE Criteria

• Know, understand and be able to respond

critically in writing, in the language of study, to the work, taken from the prescribed list provided in the specification

• At AS, knowledge and understanding of the

work must include a critical response to aspects such as the structure of the plot, characterisation, and use of imagery or other stylistic features, as appropriate to the work studied

• Candidates can choose either a literary work
• r film

AS Paper 2 – Written response to works and translation

Section Assessment 1 hour 40 minutes

Section A: translation into Chinese (20 marks)

• Students must translate one unseen text

from English into Chinese. Sections B and C: Written response to works (40 marks)

• Students respond to one question on either

a literary text (Section B) or a film (Section C)

• It is recommended that students write

between 225 - 300 Chinese characters.

AS Paper 3 Speaking – DfE criteria

• Use language spontaneously to initiate communication; ask

and answer questions; express thoughts and feelings; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing, including interaction with speakers of the language

• Apply knowledge of pronunciation, morphology and syntax,

vocabulary and idiom to communicate accurately and coherently, using a range of expression – including the list

• f grammar at annex A for French, German and Spanish,

and for other languages, the prescribed list provided in the relevant specification

• Use language learning skills and strategies, including

communication strategies such as adjusting the message, circumlocution, self-correction and repair strategies

AS Paper 3 – Speaking

Assessment Time: Marks: 12-15 minutes (plus 15 minutes preparation time) 72 Marks

• Task 1: stimulus card
• n a sub-theme from

Theme 1

• 7-9 mins
• 42 marks
• Four compulsory questions.
• The teacher-examiner must ask follow-up questions for the remainder
• f the task on the same sub-theme. These questions should allow the

candidate to: demonstrate their understanding of the cultural and social context by expressing relevant ideas / exemplification / information; and express their opinion on issues relating to the cultural and social context.

• Task 2: general

discussion on a sub- theme from Theme 2

• 5-6 mins
• 30 marks
• Part 1 – the teacher-examiner asks three compulsory questions then

develops the discussion by asking follow-up questions relating to the stimulus card subject matter.

• Part 2 – the teacher-examiner broadens the discussion by moving on to

any other aspect (s) of the same sub-theme.

Overview of new specification – A level

Assessment Objectives

AO1 % AO2 % AO3 % AO4 % Total for all Assessment Objectives

Paper 1:Listening, reading and translation into English 15 25 40% Paper 2: Written response to works and translation 20 10 30% Paper 3: Speaking 5 5 10 10 30% Total for A level 20 30 30 20 100%

A level Paper 1 – Listening, reading and translation into English – DfE criteria

• Understand the main points, gist and detail from

spoken and written material

• Infer meaning from complex spoken and written

material, including factual and abstract content

• Assimilate and use information from spoken and

written sources, including material from online media

• Summarise information from spoken and written

sources, reporting key points and subject matter in speech and writing

• Read and respond to a variety of texts including some

extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary

A level Paper 1- Listening, reading and translation into English

Section Assessment 1 hour 50 minutes

Section A: Listening (30 marks)

• Three questions made up of multiple-choice and open-

response questions, including questions testing summary skills.

• All questions are set in Chinese and must be answered in

Chinese.

• Q3(b) specifically assesses the student’s ability to summarise

in the target language. Section B: Reading (30 marks)

• Four questions comprising both multiple-choice and open-

response questions based on the texts provided.

• All questions are set in Chinese and must be answered in

Chinese. Section C: Translation into English (20 marks)

• Students must translate one unseen text from Chinese into

English.

A level Paper 2 – Written response to works and translation – DfE criteria

• At A level, specifications must require students to study two

works, either a literary work and a film, or two literary works, in the language of study.

• Appreciate, analyse and be able to respond critically in

writing, in the language of study, to the works, taken from the prescribed list provided in the specification.

• At A level, students must develop a more detailed

understanding of the works, showing a critical appreciation

• f the concepts and issues covered, and a critical and

analytical response to features such as the form and the technique of presentation, as appropriate to the work studied (e.g. the effect of narrative voice in a prose text or camera work in a film).

• Students are required to study two discrete works at A level

i.e. students cannot be assessed on a film adapted from a literary work as well as on the original literary work itself.

Section Assessment 2 hours 40 minutes Section A: Translation into Chinese (20 marks)

• Students must translate one unseen text from

English into Chinese. Sections B and C: Written response to works (100 marks)

• Students respond to two questions about two works,

either two selected from Section B (literary texts) or

• ne selected from Section B (literary texts) and one

from Section C (films).

• It is recommended that students write between

250–350 Chinese characters for each essay

• Candidates must respond to one literary work at

A level.

A level Paper 2 – Written response to works and translation

A level Paper 3 – Speaking – DfE criteria

• Develop research skills in the language of study,

demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where the language is spoken

• Identify a key question or subject of interest and

select relevant information in the language of study from a range of authentic sources, including the internet

• Use information to illustrate knowledge and

understanding of the research subject

• Analyse and summarise research findings, elaborating
• n key points of interest, as appropriate, through oral

presentation and discussion

A level Paper 3 – Speaking

Assessment Time: Marks: 16-18 minutes (including preparation time for Task 1) 72 Marks

• Task 1: Discussion on a

theme (dictated by stimulus card)

• 30 marks
• 5 minutes’ preparation time
• 6-7 minutes’ discussion
• Students will choose one out of two sub-themes on the

day.

• Students will be permitted five minutes’ supervised

preparation time to consider the stimulus card and may make notes for this task.

• Individual research

presentation and follow-on questions

• 42 marks
• 10-11 minutes (including 2-

minute presentation)

• Students select an area of interest that is related to the

target language culture.

• Students complete a RP3 form and send to Pearson

three weeks in advance of the assessment with 6-10 bullets about their chosen research.

• Students will be permitted to refer to their RP3 form for

this task but may not make further notes for this task.

• Students must refer to at least two different written

sources in the task in the original assessed language.

Co-teachability

• Year 1 A level content is the same as the

AS content

• Same ‘work’ can be studied for AS and for

A level

• 3 paper structure at AS and A level
• All 4 skills assessed at AS and A level

Discussion points

• Having listened to the changes:
• Which aspects of the specification are you

most looking forward to teaching?

• What are the areas of concern?

Support for planning

• Course planner
• Scheme of work
• Matching charts
• Getting Started guide
• Student guide

ResultsPlus

• ResultsPlus provides the most detailed

analysis available of your students’ exam

• performance. This free online service

helps you identify topics and skills where students could benefit from further learning, helping them gain a deeper understanding of languages.

Teaching and learning support

• Support around literary works and films
• Support around independent research

project

GCSE 2017

• First teaching 2017
• First assessment 2019
• Familiar content and defined, manageable

topic areas.

• Specification designed to enable all

students to reach their potential.

• Specification and Sample Assessment

Materials full of cultural content that motivates, engages and brings languages to life.

• Plenty of guidance on the new assessments

and support to teach the skills required.

Contact details

• Alistair Drewery, Subject Advisor
• Phone:
• UK: 020 7010 2187
• Intl: +44 (0) 207 010 2187
• Email: TeachingLanguages@pearson.com
• Twitter: @PearsonMFLquals

Sign up today to receive Subject Advisor emails

Pearson is recruiting

• Pearson is recruiting for GCSE and GCE MFL
• We have exciting opportunities to become an

examiner for Languages:

• get closer to the qualification you are

teaching

• gain insight on National Standards
• grow your career
• apply via the Pearson website

Next steps

• Sign up to our updates:

email - TeachingLanguages@pearson.com

• Visit the website to download further copies of the

specification and support materials: https://qualifications.pearson.com/en/qualifications/ede xcel-a-levels/chinese-2017.html

• Look out for information about our Getting Ready to

Teach events